Curriculum development in self-governed Israeli Arab-Bedouin elementary schools

Bibliographic Data

ID12113111
AuthorsOmar Mizel (Kaye Academic College of Education, corresponding author)
Year2011
Volume24
Issue2
Pages105-123
Publication date2011-06-21
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueLanguage Culture and Curriculum (JOURNAL)
Journal identifiersISSN: 0790-8318 • E-ISSN: 1747-7573
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/07908318.2011.579132
OpenAlexW2015923594
LanguageEN
Citations received1
References cited7

Since the last few decades of the twentieth century, increased independence and autonomy of local schools through the implementation of school-based management (SBM) have become widespread in Western education. SBM is designed to operate within a more general framework of decentralisation of the educational authority. This research set out to investigate to what extent SBM in Arab-Bedouin elementary schools has impacted local curriculum development. Ten Israeli Arab-Bedouin elementary schools participated in the study. A questionnaire and a semi-structured interview were used as research tools, and the data analysis revealed that because of a complex set of cultural and political factors, there is no curriculum development in these schools. This paper concludes with specific recommendations for enabling Arab-Bedouin SBM schools to create curricula while taking into consideration the cultural, political and social contexts in which they operate

Autonomy · Curriculum · Curriculum development · Decentralization · Independence (probability theory · Mathematics education · Pedagogy · Political science · Politics · Sociology · Education and Technology Integration · Psychology · Teacher Education and Leadership Studies

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